Tugasan 4- Penilaian Kendiri





Q1: Differentiate between teacher-centered and student-centered learning strategies.

Teacher–Centered Learning Strategies.

Teacher–centered strategies directed specifically by the teacher. The teachers are the ‘drivers’ who direct the learning in very purposeful ways. Examples of teaching-centered strategies include presentations, demontrations, drill-and-practice, and tutorials.  Teacher–centered strategies engage students in higher-order thinking and enhance learning opportunities with effective use of technology  and media.  For example, a teacher can demonstrate the behaviour of an amoeba with digital microscope, use an interactive whiteboard to have students collaboratively build sentences, or conduct a whole-class virtual interview with leading scientist.  Students can use “clickers” to answer teacher questions or to complete in a projected online math game that the teacher direct.

Student-Centered Learning Strategies.

 Student-centered strategies are not directed specifically by the teacher. Student appear to “drive” their learning and the teacher serve as facilitators who offer guidance as students engage in interactive learning avtivities and experiences that are directed by the students. These activities often involve student decision making to create a model, solve a problem, or win a game, individually or in cooperative group. Examples of student-centerd strategies include discussion, cooperative learning; games, simulation, discovery and problem solving.

Q3: Describe how to select technology and media that facilitates learning experiances.

In the lesson that involves student use internet-connected computers, teacher can use  the strategies below to select technology and media :

  1. Allign to standards, outcomes, objectives. Use the WebQuest, internet and library resources, and production software (publishing and word processing) provide the necessary tools for students to meet the learnng objectives.
  2. Accurate and current information. Students wil access mutiple resources information, which will allow the students to crosscheck content accuracy.  Current information may used for new ideas on building handmade tools at the time.
  3. Age-appropriate language. The WebQuest is written at an appropriate level for fifth-grade students. The teacher may need to assist with interpretation of some web-base level.
  4. Interest level and enagement. The information from the WebQuest  will keep student interest and engagement at a high level.
  5. Technical quality. The WebQuest and production software used by the student are of high technical quality.
  6. Ease of use. The WebQuest is designed for fifth-grad students. Students can easily use word procesing software; however , the publishing application may require initial training and support.
  7. Bias free. The WebQuest and production software are bias free.
  8. User guide and directions. The online help features of the WebQuest and production software are fairly easy for fifth-grade students to use.  However, students most frequently will ask each other or teacher for assistance with technical diffiiculties.

 Q5: List the advantages and limitations of integrating free and inexpensive materials into instruction.


1-      Up to date. Free and inexpensive materials from online resources can provide current information not found in texbooks or other media.

2-      In-depth treatment. Subject-specific materials typically provide in-depth information on a topic (travel brochures)

3-      Variety of uses. Students can access open source applications outside of school. Audiovisual materials can be used for self-study or for presentation to the class.  Posters, charts, and maps can be combined to create topical display.

4-      Student manipulation. Materials that are expendable have the extra advantange of allowing learners to get actively involves with them. They can also scan printed information and visuals to import into digital product.


1-      Bias or advertising. Many free and inexpensive materials are produced and distributed by particular organizations. These organizations, whether private corporations,nonprofit associations, or government agencies, often have a message to convey. Carefully preview materials is to ensure they are appropriate for classroom use.

2-      Promotion of special interests. Some materials do not contain advertising but do promote a special interest in a less obvious way. Soliciting materials on a topic from a variety of sources can help provide different points of view.

3-      Limited quantities. With the increasing expense of producing and shipping printed materials, your supplier may limit the quantities available at one time. You may not be able to obtain a copy for every student in the class.


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